Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 142-157).

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 142-157).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2001. / Includes abstract. Includes bibliographical references (leaves 140-172).

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 142-157).

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2006. / Includes abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 143-153, 41-46).

The major purpose of the study is to reveal, by means of comparison, the extent to which the Town Group of pupils and the School Bus Group of pupils of the elementary grades (fourth to seventh inclusive) of the Decatur, Texas, Public School are adjusting to the problems and conditions which confront them in the Decatur school and community, and the extent to which they are developing a normal, happy, and socially effective personality.

Time does not stand still, and time in its passing forges many changes. This is quite true as it relates to the educational life of a community. Time sees industries come and go, people move in and out of communities, and the enrollment of schools rise and fall. There are two communities which have felt mightily the impact of such changes. Faceville and Atapulgus, Georgia are two small rural communities in southwest Georgia which face something of a dilemma, educationally speaking, because of changes that have come about in their community and economic life. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 28-29).

Purpose: Farm to School (F2S) Programs are increasing in number across the United States, yet research on teachers’ perceptions and practices about F2S is limited. Teachers are a key component of any F2S program, since their acceptance and support influences program implementation and sustainability. The purpose of this study was to examine teacher practices, attitudes, and perceptions about the Decatur F2S Program. Methods: City Schools of Decatur teachers completed a questionnaire designed to obtain information concerning their practices, attitudes, and perceptions regarding the Decatur F2S Program. Participants indicated their level of agreement with 18 statements using a Likert scale rating, answered an open-ended question, and recorded both implemented and desired F2S activities. Cumulative frequencies were determined for all questionnaire items, and themes were extracted for the open-ended question. Results: Seventy percent of K – 12 teachers would like to see F2S activities implemented in their classroom, and 28% of these teachers already implement some F2S activity. The majority of teachers had positive perceptions about the Decatur Farm to School Program’s impact on students, the local economy, and the environment. Teachers perceived that the F2S programs encompassed four themes: 1) supplying schools with locally grown foods; 2) educating children on healthy eating, food, and nutrition; 3) educating children on gardening and growing foods; and 4) building a strong connection between local farms, schools, and communities. Conclusion: There is a high degree of interest and support for the Decatur F2S Program by City Schools of Decatur teachers, which is consistent with efforts to implement F2S Programs across the country. Most teachers were not familiar with the CSD F2S Program but would desire F2S activities in their schools.

Thesis (M.A.)--Florida State University, 2005. / Advisor: Dr. William T. Lhamon, Jr., Florida State University, College of Arts and Sciences, Dept. of American and Florida Studies. Title and description from dissertation home page (viewed June 8, 2005). Document formatted into pages; contains iv, 35 pages. Includes bibliographical references.

Thesis (D. Min.)--Reformed Theological Seminary, 2004. / Abstract and vita. Includes bibliographical references (leaves 295-307).